tri-state webinar series and learner...allison kane of kane aba consulting multiple baseline study:...

Tri‐State Autism Collaborative 2017‐2018 Webinar Series

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TRI-STATE WEBINAR SERIESMotivating Learner Participation with The 7 Steps to Earning Instructional Control (Part 3 of 3)

Presented by: Robert Schramm, MA, BCBA

Tri-State 2017-2018 Webinar Series

Tri-State Autism Spectrum Disorder Webinar Series

This material was developed under a grant from the Colorado Department of Education. The content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

The content of this material was developed under an agreement from the Federal Department of Education to the Kansas Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Kansas Department of Education or the Federal Government. TASN Autism and Tertiary Behavior Supports does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-876-2214.

The contents of this power point presentation were developed under a grant from the Nebraska Department of Education, IDEA parts B and C from the U.S. Department of Education. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government.



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Welcome Back!• Robert Schramm, MA, BCBA: Lead Supervising Behavior

Analyst for Knospe-ABA GmbH, based in Germany.- Supported the education of over1000 children with ASD.- Works in the homes andschools of children usingfamily and current staff fordaily implementation ofABA/VB programs- Successfully meeting orworking toward instructionalcontrol criteria with over 95% ofcases without the need fortraditional escape extinctionprocedures in teaching.


Previous Learner Objectives

1. Identify the characteristics of a Verbal Behavior based ABA program.

2. Compare DTT with ABA and ABA/VB3. Define instructional control and escape

extinction.4. Current standard of care regarding

instructional control.5. Identify alternatives to escape extinction.


Part One: ABA/VB and Inst. Control


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Previous Learner Objectives

1. Reinforcer Control.2. The principle of Pairing3. “Saying what you mean, meaning what you

say”4. Positive vs. Negative Reinforcement.5. An ever-increasing Variable Ratio of

Reinforcement.6. Priorities, Priorities, Priorities.


Part Two: Learning how to teach ”The 7 Steps to Earning Instructional Control. Steps 1-6

Learner Objectives

1. Step 7: What to do when they don’t…1. Extinction during the escape condition2. Negative vs. Positive Punishment3. Mini-Consequences

2. Determine least restrictive environment related to Instructional Control options.

3. A look at some data.4. List benefits and problems associated with both

escape extinction and the 7 Steps.


Part Three: Learning how to teach ”The 7 Steps to Earning Instructional Control.


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In the previous Webinars we tackled• The Verbal Behavior Approach and Alternatives

to Escape Extinction.

• Steps 1-6: Making the teacher and teachingsetting as valuable and consistent to theclient/student as possible so that they will become in, and of themselves, reinforcing.

• In Today‘s webinar we discuss what to do whenthey choose to escape anyway.


Step 7: Decreasing the Value of Escape!

• Show your child that ignoring your instructionsor choosing inappropriate behavior will not resultin the acquisition of reinforcment.

• Allows For escape but expects:• Extinction: of all behavior in the escape condition, other than the

behavior of interest, without restricting movement away from theteaching setting.

• Punishment: Preferably negative punishment in the form ofCMO-R (Mini-Consequences) and, on occasion, the use of removalprocedures.



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What is Extinction and how does it work?

• Extinction is a condition in which a previously reinforced behavior no longer comes in contact with reinforcement. This results in a decrease in the use of that behavior over time.• In the 7 Steps, we will allow a child to avoid or leave the teaching

setting if they so choose but, the cost of doing so is designed to be very high. It results in a complete shutdown, by the teacher, of all access to all forms of reinforcement for as long as it takes for the child to determine that participation is preferable to escape.

• Extinction in Steps 7 is made easier by ensuring that Step 1 –“Control of Reinforcement” was achieved prior to the start of teaching.


Beware the Extinction Burst!• Whenever extinction is used it is important to remember

that there will be an expected increase or “burst” of inappropriate behavior used by the child to try to gain the reinforcement that is currently unavailable.• Could result in a repetition of the current behavior.• Could result in more problematic behavior being attempted.• Regardless of what extinction burst behavior you see, be sure you

don’t allow reinforcement to follow it. Or you will see it more often.

• Wait out all extinction burst behavior and look for a positive behavior that you can then reinforce.

• Remember the importance of attention as a reinforcer during these extinction situations of the escape condition.



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More on Extinction• Extinction does work when used consistently.• Extinction can be hard so it must be well-planned.• You can inadvertently increase behavior during extinction

if you reinforce the extinction burst.• Clients/Students prefer to hang onto current conditions

rather than agree to new less advantageous ones.• Extinction alone is difficult to achieve if you have not also

spent time making the alternatives (teaching) meaningfully more reinforcing.

• TV Example of Extinction.


Results: Frequency of Problem Behavior and Instructions Given

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Total Problem Behaviors

Instructions Given

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Intervention 7 Steps March 2011

Intervention 7 Steps Maintenance May 2011

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f Pro

blem

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Results: Percentage of Session in Extinction

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Intervention 7 Steps Maintenance May 2011

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cent

age

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essi

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Negative Vs. Positive Punishment• Negative Punishment is the removal of something from

the environment of the client/student after the behavior occurs that makes that behavior less likely in similar circumstances.

• Positive Punishment is the addition of something from the environment of the client/student after the behavior occurs that makes that behavior less likely in similar circumstances.

• Why Negative is preferable to Positive when it comes to punishment



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Mini-Consequences.• Use Mini-Consequences to insure immediate

understanding that your child is either on the correct or incorrect path to getting to the reinforcer.

•

• Every single movement or behavior your child shows can be considered closer or farther away from the response we want. We need to make your child immediately more aware of these behaviors and less likely to use inappropriate ones. We can only do this by making every single movement or behavior contingent on getting him closer to or farther from what he wants.


The 7 Steps in Practice Video• After some time building a positive relationship with Anton,

we chose to offer some special favorite food items but held out simple easy requests for him to follow before we gave him what he wanted. "Sit Down" "Do This (hit the table)" As Anton's learning history was one of refusal and no learning, we had to wait out his refusals and show him that sitting for the food item was not bad or even difficult but, the best way to get what he wanted. In doing so, we began the process of earning instructional control with him. By the final portion of the video 6 months later, Anton was not only participating in learning but was happier, more communicative with his family and able to demonstrate skills that would have seemed impossible just a few months before. His life was better and happier and so was the life of his brother and family and all was done without Escape Extinction



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PAST STUDY RESULTS

Case Study: EmilyAllison Kane of Kane ABA Consulting

Multiple Baseline Study: Justin and WillMegan Miller of Navigation Behavioral Consulting

Full presentation including these studies was given at ABA International in 2011.

The .pdf of them can be obtained via email: [email protected]




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Results – Justin Integrity Checklist

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Results – Justin Integrity Checklist

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7 Steps



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Potential Problems Associated with „The 7 Steps to Earning Instructional Control“• It appears to be somewhat less effective when working with

children who are less attention motivated or are capable offinding self-stimulating reinforcement in the extinction ortimeout condition that cannot be blocked effectively.

• This approach is likely less effective for therapists who haveonly a short period of time with the child (ex. single hour per day) as extinction/timeout periods may last longer than thisearly in the program.

• If we are unable to find a way to ensure complete extinctionduring the escape condition we will not find success.


Potential Benefits Associated with thisApproach to Instructional Control.• It has been reported by parents, teachers, and therapists

that this method of earning instructional control iseasier to manage and maintain in the home and schoolsetting, making it more likely to be implimentedcomprehensively in those important settings.

• It has been reported by school staff that this approach ismore acceptable to administrators, and other staffmembers.

• It appears that for children whose escape behavior has a strong attention component, the ability to avoid givingattention in the escape condition that this approachoffers might increase success rates.



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Possible Benefits Continued...• By avoiding the use of forced physical prompts, it is

possible that we may see a reduction in prompt dependence and therefore an increase in skillacquisition rates.

• Consistent motivated learning might be better achievedwhen teaching settings are not paired with physicalrestraint or forced participation as this gives the child a perceived choice between learning fun and extinction.

• And most importantly...


Possible Benefits Continued...• By avoiding the use of aversives within the teaching

setting it may become easier to pair the teaching settingwith reinforcement allowing the teaching setting itselfto become the child’s most preferred activity of the day.

• When successful at turning the teaching setting into a child‘s most preferred activity the mere potential loss ofthe teaching setting itself can be conditioned as an establishing operation reflexive (CMO-R) forcompliance to demand.



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Tobias CMO-R in Escape Video• As a CMO-R, the mere possibility of losing access to

teaching interactions can become an abolishing operationto the value of escape.


Least Restrictive Environment• Because, there is no need for forced physical prompting,

blocking of the child from escape, or nagging, I would argue that “The 7 Steps to Earning Instructional Control” would be considered a far less restrictive procedure than traditional escape extinction procedures.

• With this being the case, when both have the potential to be successful, I would argue that “The 7 Steps would be a preferred approach to escape extinction.

• However, much more research needs to be done before I can argue that it compares favorably to traditional approaches but, at very least you can consider it as an alternative when escape extinction has failed or become too dangerous.



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The 7 Steps To Earning Instructional Control• A detailed approach to organizing your teaching

environment so that you can earn cooperation and motivated participation from your client/student without the need for physically manipulating the child through escape extinction.

• The 7 Steps are detailed in the books…


“Motivation and Reinforcement: Turning the Tables on Autism”

A Teaching Manual for the Verbal Behavior Approach to ABA.

www.lulu.com/spotlight/Schramm



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For a More Detailed View

“The Seven Steps to Earning Instructional Control”

By Robert Schramm With

Megan Millerwww.lulu.com/spotlight/Schramm


Resources• Robert’s YouTube Page:

https://www.youtube.com/user/knospeaba/videos

• Knopse-ABA (Robert’s clinic in Germany) http://knospe-aba.com/cms/us/



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Polling Question 1


Now that you have finished the 3-part webinar series, how might you proceed with this topic.

A. I plan to buy a book and learn more.B. I plan to go to Robert Schramm’s Youtube channel to

learn more.C. I plan to consider this theoretically for a while and will

look for more compelling research before using it.D. I’m already using this sort of approach and am glad to

have some language to put to what I do.E. To be honest, I’m not impressed. Escape Extinction

works fine for me.

Poll Question #1 Feedback


Book It!

Youtube it is.

Gonna do some thinking on it.

Thanks for validating what I already do.

Nothing to see here.


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Conclusion• ABA/VB is designed to make learning a

motivated activity rather than a captive one.• Using escape extinction, in general, goes against

this goal.• The “7 Steps” offer a way to earn instructional

control without using traditional escape extinction.

• On a continuum of services, it would be hard to argue that the “7 steps” are not less restrictive than escape extinction and therefore if likely to be successful, it would be preferable.


References• E.g. Hagopian & Adelinis (2001); Lerman, Iwata & Wallace (1999); Lerman,

Kelly, Vorndran & Van Camp (2003). • Lerman, D.C., Iwata, B.A., Wallace, M.D. (1999). • Luiselli, J.K. (2009); Matson, J. L. (2009); Wolf, M. (1978).• Sundberg M., Partington J. “Teaching Language to Children with Autism or

other Developmental Disabilities” (1997).• Schramm, R. (2011) Motivation and Reinforcement: Turning the Tables on

Autism, (pro-ABA).• Schramm, R., Miller, M., The 7 Steps to Earning Instructional Control (pro-

ABA).



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THANK YOU!

Robert Schramm, MA, [email protected]


tri-state webinar series and learner...allison kane of kane aba consulting multiple baseline study:...

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